Childminder EY486416

Inspection date

Previous inspection date 7 March 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The quality of teaching is good. The childminder assesses children's skills and promotes their learning through play. For example, children play with cars and explore their wheels. During a later outing, they watch cars passing by and the childminder teaches them about how real car wheels work. Children learn and develop at a good pace.  Children's educational experiences involve indoor, outdoor and group activities, such as toddler groups. They make friends, learn about each other's cultures and enjoy celebrating festivals together. This helps them to build on their social skills.  Parents and the childminder work together to tailor children's care, routines and learning to their individual needs. Children settle swiftly. They are very comfortable and fully enjoy their time with the childminder.  The childminder has secure knowledge of child protection and participates in regular safeguarding training. She knows where to go for guidance should concerns arise.

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This provision is good

Through her links with external professionals, she promptly supports children's needs.  The childminder undertakes detailed risk assessments of her house and outings to ensure children's safety. She teaches children about road safety and about traffic signs and safe road crossing. Children conduct their own risk assessments when out with the childminder and are very attentive to her guidance.

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It is not yet outstanding because:

 The childminder sometimes misses spontaneous opportunities to extend and build on children's learning during play.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make the most of spontaneous opportunities to extend children's learning, providing extra challenge so that they make the best possible progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector went with the childminder to take older children to school.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held discussions with the childminder and children. She looked at relevant documentation, such as the childminder's self-evaluation and evidence of the suitability of the childminder and all adults in the household. The inspector also looked at the childminder's insurance and training records.  The inspector took account of the views of parents as expressed through written feedback.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder shares her policies with parents. These are in-line with current legislation and explain her role in safeguarding children. The childminder ensures that she meets ratio requirements and keeps detailed records of children's attendance. She attentively supervises children during play and outings to keep them safe. The childminder reflects on her practice and parents are consulted about their views of her services. She actively participates in training and implements what she has learnt in practice. For example, the childminder has recently undertaken training about data protection, managing behaviour and identifying signs of neglect. She understands her duty to protect children and demonstrates this, through her knowledge and documentation, of how she keeps children safe in her care.

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Quality of teaching, learning and assessment is good

Children are encouraged to use their imagination during play. For example, they enjoy building with blocks and excitedly push down the towers they build. They move around the play area to find interesting places to build their towers again. Children play happily and participate in activities with the childminder. For example, they enjoy listening to stories and the sounds the book makes when it's electronic buttons are pressed. Children run toy cars on tracks and engage in pretend play, such as making tea. However, the childminder sometimes misses opportunities as they arise to extend play experiences and offer further challenge in children's learning. Play areas are well resourced and children explore what is available for them. They interact well with their peers and develop key skills. The childminder helps children to extend their vocabulary. She introduces new words and weaves in opportunities for children to practise their early counting skills.

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Personal development, behaviour and welfare are good

The childminder skilfully supports children's emotional development. She is attentive and caring. Children listen and respond well to her instructions and guidance. The childminder celebrates children's achievements and good behaviour with enthusiastic praise. She helps them to become confident, have a strong sense of self-esteem and behave well. Children learn to manage their personal care needs and are encouraged to live healthy lifestyles. For example, they are provided with home-made meals and fresh drinking water. They enjoy physical exercise and fresh air daily. Care practice is effectively tailored to children's needs.

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Outcomes for children are good

The childminder tracks children's learning from their starting points, and plans for their ongoing next steps in development. She attentively observes children's skills and works with parents and other settings that children attend to enhance their learning. Older children have opportunities to develop their early mathematical and literacy skills to support their future learning. Through her assessments and planning, the childminder identifies and narrows gaps in children's progress. Children develop skills across all areas of learning, in preparation for school.

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Setting details

Unique reference number EY486416 Local authority Hertfordshire Inspection number 1040680 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2015 and lives in Watford. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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